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The Six Disciplines of Breakthrough Learning: How to Turn Training and Development into Business Results, Second Edition

Book Description

Praise for the Second Edition of The Six Disciplines of Breakthrough Learning

"No other book in the last decade has been more important for the workplace learning field. The second edition is even better, incorporating new wisdom learnedin the crucible of real-world practice."—Will Thalheimer, Ph.D., president, Work-Learning Research, Inc.

"Simply put, this book is a critical read for anyone who wants to ensure that the time and money spent in development produces results."— Teresa Roche, vice president and chief learning officer, Agilent Technologies

"The Six Disciplines brings together many of the most important principles of corporate training in an easy-to-understand, highly visual format. Readers will find this book filled with examples, models, and practical tools you can use to create high-impact learning solutions in your own organization."—Josh Bersin, president and chief executive officer, Bersin & Associates

"Wick, Pollock, and Jefferson have a well-proven formula for moving learning from an academic exercise to business results. Their 6Ds offer all leaders specific and concrete things that they can do to turn learning into results." —Dave Ulrich, professor, Ross School of Business, University of Michigan, and partner, The RBL Group

"I introduced The Six Disciplines to GE's Global Learning Council and I am very glad that I did. The Six Disciplines gives us a common language and a common process that work very well in GE."—Jayne Johnson, director, Global Leadership Development, General Electric

"The 6Ds model provided a powerful framework for designing high-impact learning programs that helped to shape our approach to learning and to align our learning leaders across the organization. The second edition adds insights and tools that make this edition even more relevant, practical, and valuable."—Robert Sachs, Ph.D., vice president, Learning and Development, Kaiser-Permanente

"Embracing the Six Disciplines has allowed us to develop truly innovative high-impact leadership programs that have changed the trajectory of our firm."—Carol Bonett, vice president, leadership development officer, Morgan Stanley Smith Barney LLC

Table of Contents

  1. Copyright
  2. FOREWORD
  3. INTRODUCTION: THE SIX Ds
    1. Define Business Outcomes
    2. Design the Complete Experience
    3. Deliver for Application
    4. Drive Learning Transfer
    5. Deploy Performance Support
    6. Document Results
    7. Summary
    8. Action Points
  4. D1. DEFINE BUSINESS OUTCOMES
    1. 1.1. Begin with the End in Mind
      1. 1.1.1. Goals Are Prerequisite for Success
    2. 1.2. Express Outcomes in Business Terms
      1. 1.2.1. Results Can Be Measured
      2. 1.2.2. Business Outcomes Versus Learning Objectives
      3. 1.2.3. It's Not Just About Money
    3. 1.3. Pick the Right Problems
      1. 1.3.1. Understand the Business
      2. 1.3.2. Understand the Current Situation
      3. 1.3.3. Do Your Market Research
      4. 1.3.4. Translate Needs into Desired Outcomes
    4. 1.4. The Four Questions
      1. 1.4.1. 1. What Business Need(s) Will Be Met?
      2. 1.4.2. 2. What Will Participants Do Differently and Better?
      3. 1.4.3. 3. What or Who Could Confirm These Changes?
      4. 1.4.4. 4. What Are the Specific Criteria of Success?
      5. 1.4.5. Create Co-Ownership
      6. 1.4.6. Enforce Priorities
    5. 1.5. Avoid Training Traps
      1. 1.5.1. Training as Cure-All
      2. 1.5.2. We Need a Program
      3. 1.5.3. Confusing Means and Ends
      4. 1.5.4. Laudable Intent
      5. 1.5.5. Inadequate Input
    6. 1.6. Manage Expectations
      1. 1.6.1. Better Than Nothing
    7. 1.7. Summary
    8. 1.8. Action Points
  5. D2. DESIGN THE COMPLETE EXPERIENCE
    1. 2.1. Many Factors Influence Outcomes
    2. 2.2. A New Paradigm
    3. 2.3. A Four-Phase Process
    4. 2.4. Phase I: Prepare
      1. 2.4.1. Expectations Influence Outcomes
      2. 2.4.2. Strengthening Phase I
    5. 2.5. Phase II: Learn
      1. 2.5.1. Strengthening Phase II
    6. 2.6. Phase III: Transfer
      1. 2.6.1. The Real Work Begins When the Course Ends
      2. 2.6.2. Strengthening Phase III
      3. 2.6.3. Provide Performance Support
    7. 2.7. Phase IV: Achieve
      1. 2.7.1. Assessment Makes Expectations Explicit
      2. 2.7.2. Assessment Sets a Clear Goal Line
      3. 2.7.3. Assessment as Learning
    8. 2.8. Staple Yourself to the Learner
    9. 2.9. Summary
    10. 2.10. Action Points
  6. D3. DELIVER FOR APPLICATION
    1. 3.1. Narrow the Learning-Doing Gap
    2. 3.2. Motivate Learners
    3. 3.3. Make Relevance Clear
    4. 3.4. Improve Perceived Utility
    5. 3.5. Provide Know-How
      1. 3.5.1. Link Instruction, Behaviors, and Business Outcomes
      2. 3.5.2. Some Examples
    6. 3.6. Make It Memorable
      1. 3.6.1. Attention Is Essential, But Limited
      2. 3.6.2. Emotions Matter
      3. 3.6.3. Stories Stick
      4. 3.6.4. Repetition Aids Retention
      5. 3.6.5. Connections Count
      6. 3.6.6. Learning Requires Reflection
    7. 3.7. Prepare for Transfer
      1. 3.7.1. Goal Setting
      2. 3.7.2. Problem 1: Not Enough Time
      3. 3.7.3. Problem 2: No Quality Control
      4. 3.7.4. Problem 3: Writing Strong Goals Is Hard
    8. 3.8. Plan for Transfer
      1. 3.8.1. Good Facilitation
      2. 3.8.2. Action Planning
    9. 3.9. Communicate What Happened
    10. 3.10. Check the Process
    11. 3.11. Summary
    12. 3.12. Action Points
  7. D4. DRIVE LEARNING TRANSFER
    1. 4.1. A Pernicious Problem
    2. 4.2. Learning Scrap
    3. 4.3. Root Causes
      1. 4.3.1. Further Analysis
    4. 4.4. A Great Learning Experience Is Not Enough
    5. 4.5. How to Get to Carnegie Hall
    6. 4.6. The Transfer Climate
    7. 4.7. Overcoming Inertia
      1. 4.7.1. Change Is Hard
      2. 4.7.2. Essential Elements
    8. 4.8. Follow-Through Breakthrough
      1. 4.8.1. Components
    9. 4.9. Better Return on Learning
      1. 4.9.1. Case-Control Studies
      2. 4.9.2. Reducing Waste at Hewlett-Packard
      3. 4.9.3. Increased Return on Investment
      4. 4.9.4. Insights Into Development
    10. 4.10. Implementing Learning Transfer Management
    11. 4.11. Summary
    12. 4.12. Action Points
  8. D5. DEPLOY PERFORMANCE SUPPORT
    1. 5.1. Analogy to Customer and Product Support
    2. 5.2. Materials
    3. 5.3. Systems
      1. 5.3.1. Electronic Performance Support
    4. 5.4. People
      1. 5.4.1. Managers
      2. 5.4.2. Instructors and Facilitators
      3. 5.4.3. Peers: Learning Communities
      4. 5.4.4. Designated Coaches
      5. 5.4.5. Feedback Sustains Learning Transfer
    5. 5.5. Summary
    6. 5.6. Action Points
  9. D6. DOCUMENT RESULTS
    1. 6.1. Why Document Results?
      1. 6.1.1. Learning Must Add Value
      2. 6.1.2. Continuous Improvement
    2. 6.2. Evaluation Challenge
      1. 6.2.1. Business Results Versus Process Metrics
      2. 6.2.2. Ends Versus Means
      3. 6.2.3. Self-Fulfilling Prophesy
    3. 6.3. Guiding Principles
      1. 6.3.1. Effective Evaluation
    4. 6.4. The Six-Step Process of Evaluation
      1. 6.4.1. 1. Confirm Outcomes That Matter: The D1–D6 Connection
      2. 6.4.2. 2. Design the Details of the Evaluation
      3. 6.4.3. 3. Collect and Analyze the Data
      4. 6.4.4. 4. Report the Findings to Management
      5. 6.4.5. 5. Sell the Sizzle
      6. 6.4.6. 6. Implement Improvements
    5. 6.5. A Caveat
    6. 6.6. Summary
    7. 6.7. Action Points
  10. CODA
    1. Reprise: The Six Disciplines of Breakthrough Learning
      1. Define Business Outcomes
      2. Design the Complete Experience
      3. Deliver for Application
      4. Drive Learning Transfer
      5. Deploy Performance Support
      6. Document Results
    2. Putting It All Together
    3. The Journey So Far
    4. The Future
  11. CLOSING THOUGHTS: LEARNING IS THE MASTER SKILL
    1. Learning Is the Master Skill
      1. Learning Is the Master Skill
      2. Deliberate Practice Is Required
  12. References
  13. About the Authors
    1. About Fort Hill
  14. Preface